Defines a school-based reading policy and explores the issues involved in setting up a program, including awareness and use of school resources, recording student progress, evaluation, parental involvement, and classroom organization and teaching methods. (FL)

Focuses on different kinds of school and classroom organization for teaching reading at the preschool and primary levels. (AEA)

Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

Describes a child-centered reading program for a group of 10- to 11-year-old reluctant readers. (JL)

Describes how implementing a free activities period at the beginning of the regular class day can encourage creative, independent art projects; development of positive self-attitudes; and reading and writing behaviors and can lower rebellious classroom behavior by providing students with some measure of classroom control. (CRH)

Describes a pilot "work required" assessment procedure in a high school English class. Shows how the skills of classroom negotiation work when students plan and manage instruction. Discusses learning to negotiate, the advantages of the program, trials and errors, the change in classroom climate, and negotiating reading. (EL)